Living in Harmony?

Abstract

Three societal lines of conflict, “casteism”, communalism, and regionalism, are regarded as severe challenges in present-day India. This article discusses and compares differences between presentations of these lines of conflict in six textbook series for social sciences prepared by the Indian states of Maharashtra and Tamil Nadu, and by the National Council of Educational Research and Training (NCERT) in New Delhi. The variations in perspective, scope, and approach are related to changing educational approaches and to specific discourses of identity politics, which may be explained in terms of the impact of different positions adopted by states and the union towards the issues, and in terms of the discursive dominance of specific sociopolitical viewpoints.

The Concept of Ocean Sustainability in Formal Education—Comparative Ocean Literacy Coverage Analysis of the Educational Standards of India and the USA

“…Sample countries can determine OL levels and identify approaches to raising the percentage of OL concepts in their own country's educational standards. The currently used Indian learning materials drafted by NCERT can incorporate maximum OL concepts with strategic planning [33].…”

“…At present, the books drafted by NCERT is used in around 9000 "central schools" of India and is regarded as model textbook [32]. As claimed by [33], NCERT crafts and publishes textbooks of all subjects for grade I-XII in Hindi, English, and Urdu. This implies that the NCERT and its curriculum and textbooks has wider influence on the education system in India and holds significant position.…”